Kennisproductie in de Nederlandse Orthopedagogiek. Proeve van een probleemstelling

Abstract

Technical rationality is an epistemology of practice derived from positive philosophy, built into the very foundations of the modern research University. But, problems in the special educational field do not present themselves to practitioners as well-formed structures. The authors argue that some fundamental changes can be identified, both inside and outside special education, in the ways knowledge is produced. In special education, knowledge should be constructed by temporary and heterogeneous sets of practitioners and scientists, collaborating on a problem defined in a specific and localised context.